Teaching and learning with instructional humor: a review of five-decades research and further direction
The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the de...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1445362/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832582869058322432 |
|---|---|
| author | Weichen Zhou Weichen Zhou Jun Choi Lee |
| author_facet | Weichen Zhou Weichen Zhou Jun Choi Lee |
| author_sort | Weichen Zhou |
| collection | DOAJ |
| description | The discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the definition and classification of instructional humor are overviewed. Then, the study introduces three theoretical frameworks, namely Instructional Humor Processing Theory (IHPT) and other two alternative models, which, respectively, based on Self-Determination Theory (SDT) or from an integrative perspective of cognition and affection, explaining how humor works in education settings. Based on the theoretical clarification of instructional humor, the paper further reviews existing empirical evidence regarding teachers’ use of humor in class and its impact on students’ learning, with emphasis on explaining inconsistencies in previous conclusions and identifying limitations in extant relevant works. The detailed analysis and comparison of previous results regarding instructional humor offer potential directions for further relevant research. Finally, the study concludes with feasible advice for teachers to maximize the positive benefits of humor in class. |
| format | Article |
| id | doaj-art-66898dfbcb114b618f8de9f080a4bee3 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-66898dfbcb114b618f8de9f080a4bee32025-01-29T06:46:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011610.3389/fpsyg.2025.14453621445362Teaching and learning with instructional humor: a review of five-decades research and further directionWeichen Zhou0Weichen Zhou1Jun Choi Lee2Faculty of Cognitive Sciences and Human Development, University of Malaysia Sarawak, Kota Samarahan, Sarawak, MalaysiaSchool of Teacher Education, Shaoxing University, Shaoxing, Zhejiang, ChinaFaculty of Cognitive Sciences and Human Development, University of Malaysia Sarawak, Kota Samarahan, Sarawak, MalaysiaThe discussion about how to use instructional humor in class to promote teaching and learning efficiency has always been a concern of researchers in recent decades. The present project summarizes extant studies on instructional humor and provides a detailed review of research findings. First, the definition and classification of instructional humor are overviewed. Then, the study introduces three theoretical frameworks, namely Instructional Humor Processing Theory (IHPT) and other two alternative models, which, respectively, based on Self-Determination Theory (SDT) or from an integrative perspective of cognition and affection, explaining how humor works in education settings. Based on the theoretical clarification of instructional humor, the paper further reviews existing empirical evidence regarding teachers’ use of humor in class and its impact on students’ learning, with emphasis on explaining inconsistencies in previous conclusions and identifying limitations in extant relevant works. The detailed analysis and comparison of previous results regarding instructional humor offer potential directions for further relevant research. Finally, the study concludes with feasible advice for teachers to maximize the positive benefits of humor in class.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1445362/fullhumoreducationinstructional humorlearning performancecomprehensive review |
| spellingShingle | Weichen Zhou Weichen Zhou Jun Choi Lee Teaching and learning with instructional humor: a review of five-decades research and further direction Frontiers in Psychology humor education instructional humor learning performance comprehensive review |
| title | Teaching and learning with instructional humor: a review of five-decades research and further direction |
| title_full | Teaching and learning with instructional humor: a review of five-decades research and further direction |
| title_fullStr | Teaching and learning with instructional humor: a review of five-decades research and further direction |
| title_full_unstemmed | Teaching and learning with instructional humor: a review of five-decades research and further direction |
| title_short | Teaching and learning with instructional humor: a review of five-decades research and further direction |
| title_sort | teaching and learning with instructional humor a review of five decades research and further direction |
| topic | humor education instructional humor learning performance comprehensive review |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1445362/full |
| work_keys_str_mv | AT weichenzhou teachingandlearningwithinstructionalhumorareviewoffivedecadesresearchandfurtherdirection AT weichenzhou teachingandlearningwithinstructionalhumorareviewoffivedecadesresearchandfurtherdirection AT junchoilee teachingandlearningwithinstructionalhumorareviewoffivedecadesresearchandfurtherdirection |